Hmm... I see two posts already. I may have written down the wrong day, but here goes anyway...
From Rogoff:
“Rather than trying to select only one model to use in all situations, we may do well to foster children’s and our own flexibility in using different models in different circumstances.” (226)
From Gutierrez and Rogoff:
“Equating culture with race, ethnicity, language preference, or national origin results in overly deterministic, static, weak, and uncomplicated understandings of both individuals and the community practices in which they participate.” (21)
From Shannon:
“HOLD A COPY OF THE PRIMER SO THAT ALL CAN SEE THE COVER AND CONTINUE
What old friends are we going to meet in our new book.Yes, Dick and Jane are here again.” (60) From Larson and Marsh:
“you need to spend time with them…I make time for them.I write to them every day.I know everything about their personal lives I could possibly know…You can’t have a community if you don’t have time, spend time.” (112)
Dicussion: A common thread through the readings is that learning is primarily a socio-cultural process. The American educational system has often marginalized this aspect of learning in favor of a scientific approach based on the idea that learning proceeds in quantifiable, universal stages or steps that can be systematically identified and effectively delivered through materials designed to standardize teaching techniques. Throughout the 20th century, this scientific view has been perverted by commercial interests that rarely coincide with the best interests of learners, teachers or the greater society.The data has not supported the standardized model. If we accept the socio-cultural component of learning, we must develop those aspects of our teaching approach.The classroom represents one of many overlapping and inter-relational cultures (i.e. family, peers, community, etc.) in a context specific to each individual.Race, ethnicity, language preference, national origin, and any other general labels we may apply can help us to understand individuals, but they only provide a place to start.We must look beyond the labels and our own predisposed notions to get to know and teach to the individual.As Marvelous Mrs. Maier says, this takes a considerable amount of sensitivity and effort.By putting forth the effort to develop that kind of understanding, becoming familiar with a broad scope of approaches to education, and applying them with flexibility and imagination, we best serve the needs of all students. Questions:
Have you ever been part of a community-of-learners?What did it look like and how did it affect you?
It’s not all DICK AND JANE - What applications of educational standardization work well?
From Rogoff:
From Gutierrez and Rogoff:
From Shannon:
- “HOLD A COPY OF THE PRIMER SO THAT ALL CAN SEE THE COVER AND CONTINUE
What old friends are we going to meet in our new book. Yes, Dick and Jane are here again.” (60)From Larson and Marsh:
Dicussion:
A common thread through the readings is that learning is primarily a socio-cultural process. The American educational system has often marginalized this aspect of learning in favor of a scientific approach based on the idea that learning proceeds in quantifiable, universal stages or steps that can be systematically identified and effectively delivered through materials designed to standardize teaching techniques. Throughout the 20th century, this scientific view has been perverted by commercial interests that rarely coincide with the best interests of learners, teachers or the greater society. The data has not supported the standardized model.
If we accept the socio-cultural component of learning, we must develop those aspects of our teaching approach. The classroom represents one of many overlapping and inter-relational cultures (i.e. family, peers, community, etc.) in a context specific to each individual. Race, ethnicity, language preference, national origin, and any other general labels we may apply can help us to understand individuals, but they only provide a place to start. We must look beyond the labels and our own predisposed notions to get to know and teach to the individual. As Marvelous Mrs. Maier says, this takes a considerable amount of sensitivity and effort. By putting forth the effort to develop that kind of understanding, becoming familiar with a broad scope of approaches to education, and applying them with flexibility and imagination, we best serve the needs of all students.
Questions: